CHILD DEVELOPMENT PERSPECTIVES

Critical Consciousness: A Developmental Approach to Addressing Marginalization and Oppression Matthew A. Diemer,1 Luke J. Rapa,2 Adam M. Voight,3 and Ellen H. McWhirter4 1University of Michigan, 2Michigan State University, 3Cleveland State University, and 4University of Oregon

ABSTRACT—Grounded in the theory and pedagogy of with learning to critically “read” dehumanizing social condi- Brazilian educator Paulo Freire, critical consciousness tions, because marginalization and oppression led people to (CC) comprises components of critical reflection, critical believe that their voices and perspectives were irrelevant, that motivation, and critical action. CC represents marginal- they were powerless, and that literacy was not necessary for ized or oppressed people’s analysis of societal inequities “people like us.” and their motivation and actions to redress such inequi- Freire observed that as oppressed peoples’ thinking about and ties. In this article, we introduce the theoretical underpin- understanding of their social conditions developed, their views nings of CC, then look at the conceptualization and of themselves in relation to society also developed. That is, as measurement of CC, and outline traditional and contem- their thinking about social structures became more nuanced and porary approaches to fostering CC. We also summarize complex, oppressed people became less constrained by their individual and collective outcomes associated with CC social conditions and, in turn, developed the agency and capac- and offer suggestions for researchers and practitioners. ity to change these conditions, resolve developmental chal- Collectively, these insights suggest that CC is an important lenges, and determine their own lives. This transitive cycle of developmental asset for marginalized youth and communi- developing reflection and action is a central element of CC the- ties. ory (1) because CC entails “learning to perceive social, political, and economic contradictions, and to take action against the KEYWORDS—critical consciousness; marginalization; oppre- oppressive elements of reality” (p. 35). ssion; sociopolitical development Contemporary formulations of CC focus on youth (ages 12– 22), are grounded in Freirean thought, and posit three core ele- ß~ The concept of critical consciousness (CC), or conscientizacao, ments: critical reflection, critical motivation (or efficacy), and was developed by Brazilian educator Paulo Freire (1) as an critical action (2, 3). Critical reflection refers to the process of approach to help rural Brazilian peasants learn to read the writ- learning to question social arrangements and structures that ten word and read the world. For oppressed or marginalized peo- marginalize groups of people—“learning to see ... how history ple, Freire believed that developing literacy was intertwined works, how received ways of thinking and feeling perpetuate existing structures of inequality” (4, p. 13). Critical motivation refers to the perceived capacity and commitment to address per- Thank you to Aixa Marchand for her helpful and insightful com- ments on this article. Drs. Matthew A. Diemer and Adam M. Voight ceived injustices. Critical action refers to engaging individually were supported by a grant from the Spencer Foundation (“Critical or collectively to change perceived injustices (5). This perspec- social analysis among marginalized youth”). Note that Diemer and tive focuses on social stratification and discrimination to under- Rapa share first authorship of this paper, yet are listed alphabetically stand normative developmental processes and competencies here. among marginalized youth, consistent with classic (6) and Correspondence concerning this article should be addressed to contemporary scholarship (7) on development. Matthew A. Diemer, University of Michigan, Room 4120, School of Education Building, Ann Arbor, MI 48109; e-mail: diemerm@u- As an example of how CC is applied, consider a U.S. high mich.edu. school that suspends African American students disproportion- © 2016 The Authors ately(seealso8).Studentswith higher levels of CC would be Child Development Perspectives © 2016 The Society for Research in Child Development more likely to recognize that school disciplinary policies are DOI: 10.1111/cdep.12193

Volume 10, Number 4, 2016, Pages 216–221 Critical Consciousness: A Developmental Approach 217 being applied differently by race, have more agency to respond Four recent quantitative measures of CC among marginalized to this injustice, and be more likelytoaddressinequitablesus- youth help clarify these complexities: the Critical Consciousness pension rates by, for example, joining a student group, protest- Inventory (9), the Critical Consciousness Scale (10), the Mea- ing by walking out, or attending a school board meeting to call sure of Adolescent Critical Consciousness (11), and the Sociopo- attention to the issue. Students with lower levels of CC would be litical Consciousness measure (12). Because others have morelikelytofailtorecognizethe disproportionate disciplinary addressed advances in conceptualizing and measuring CC (2), practices, ignore or minimize the underlying racism, or blame we provide a general review of features of these measures in the African American students who are suspended. They would Table 1. also be more likely to lack interest or feel powerless to do any- The advantages of quantitative measurement include the thing about the situation, or to avoid talking about or acknowl- capacity to assess the development of CC and its specific dimen- edging the problem. sions before and after an intervention, as well as easier adminis- In this article, we look at how CC is conceptualized and tration and scoring. This allows researchers to identify how measured, then review traditional and contemporary interventions might differentially enhance reflection, foster moti- approaches to fostering CC. We also summarize outcomes vation and agency, or spur action. In contrast, a priori quantita- associated with and impacts of CC at the individual and col- tive conceptualizations may overlook dimensions of CC that are lective levels. We conclude by offering suggestions for not measured directly by that instrument. Similarly, marginal- research, practice, and policy. Collectively, these insights sug- ized youth may hold sociopolitical wisdom that Likert-type gest that CC is an important developmental asset for marginal- measurements fail to access (13). ized youth and communities. TRADITIONAL AND CONTEMPORARY APPROACHES CONCEPTUALIZING AND MEASURING CC TO FOSTERING CC

Although CC has been of interest for decades, only recently Freire believed that CC could be developed through interven- have valid measures been developed (2), in part because con- tion. CC interventions feature collaborative small-group dialog ceptualizing and measuring CC is challenging. Freire did not and promote a shared sense of values and commitments among provide a precise conceptual framework for CC, and modern participants. Facilitators use Socratic questioning to discuss per- conceptualizations have varied in their emphases on reflection, sonal experiences of marginalization that connect youth to larger motivation, or action (3, 5). Indeed, the very term CC may sug- social structures and issues. These elements are intended to pro- gest misleadingly that CC is solely critical social analysis. mote critical reflection, motivation, and action, and to foster a Moreover, scholars sometimes interchange the terms CC, em- collective identity (often based on social identities) among par- powerment,andsociopolitical development (see 7 for a review). ticipants, which is believed to reinforce the development of CC.

Table 1 Overview of Measures of Critical Consciousness. Validation sample Scale Items Components/subscales and language Scale foci Critical Nine items, Unidimensional. Critical consciousness Diverse university Socioeconomic and Consciousness Guttman development level (stage model); scores reflect students. English. racial/ethnic Inventory Scaling “precritical,” “beginning critical,” “critical,” inequities and “postcritical consciousness” stages. Critical 22 items, Three subscales: Critical Reflection Poor and working class Socioeconomic, Consciousness Likert-type (egalitarianism and perceived inequality), African American racial/ethnic, and Scale Critical Action (sociopolitical participation) urban youth. English. gender inequities Measure of 10 items, Two subscales: Critical Motivation (commitment Latina/o high school Socioeconomic and Adolescent Likert-type and agency to make a difference), Critical students. English and racial/ethnic Critical Action (sociopolitical participation) Spanish. inequities Consciousness Sociopolitical 35 items, Seven subscales: Sociopolitical Awareness, Salvadoran high school Social inequities Consciousness Likert-type Global Belief in a Just World, Collective students. Spanish. Responsibility to the Poor, Equality and Rights, Belief in Collective Action, Localized Community Efficacy, Problem Solving Efficacy

Note. See Diemer et al. (2) for further detail about each of these measures.

Child Development Perspectives, Volume 10, Number 4, 2016, Pages 216–221 218 Matthew A. Diemer et al.

Next, we turn to Freire’s seminal CC intervention, and we inequities. For example, in the Young Warriors eight-session discuss contemporary interventions that aim to foster CC. after-school intervention (17), African American male high schoolers engaged in discussions about racial and gender stereo- Freire’s Culture Circles types and social forces conveyed through popular media (hip- Freire’s approach to fostering CC entailed the use of culture cir- hop music videos, television shows, film), and critically analyzed cles in which participants collaborated on, talked about, and how these aspects of mass media linked to broader societal analyzed common situations or objects (e.g., a rendering of an inequities. Some CC-focused interventions couple yPAR with indigenous hunter with a bow and arrow, culturally relevant innovations such as Photovoice (which combines photography objects for Freire’s participants) to identify and build awareness with dialog) to facilitate marginalized youth’s critical analysis of of the conditions and causes of social, cultural, and political and motivation to change their social conditions and structural inequality (14). These culture circles were designed to help constraints (12, 18). Brazilian peasants develop literacy skills while making them CC interventions also target teachers who work with marginal- aware of sociocultural and sociopolitical marginalization and ized youth. A two-semester graduate seminar within the Critical oppression—that is, to read the word while also reading the Civic Inquiry project (which is designed to involve youth in world. efforts to change and improve schools) aimed to raise teachers’ CC via training, readings, discussions, and observations (19). Contemporary Approaches Specifically, middle-school teachers were taught to participate Contemporary interventions supplement Freire’s discussion- in critical dialog with their students about issues related to edu- oriented culture circles with more structured elements, such as cational equity while examining race, culture, and societal youth participatory action research (yPAR, a collaborative pro- inequities. cess in which youth are trained to conduct research to inform These interventions have raised participants’ CC, but they are community change; see 2), as well as with pedagogy that ana- time and labor intensive. A brief, one-time field experiment also lyzes race-, class-, and gender-based inequities. For instance, in raised participants’ CC (20). In this adapted values-affirmation a year-long CC intervention that included yPAR and examined intervention, ninth and tenth graders were guided to write about contemporary issues of power and oppression, urban high school how CC-oriented values (e.g., values aligned with inequality, students reflected critically and acted on contemporary issues as egalitarianism, or activism, such as speaking up when someone part of their English literature studies (15). Course reading lists is teased or treated unfairly because of race) were meaningful to were expanded beyond traditional texts (e.g., Beowulf and Ham- them, and write about acting out these values within their let) to include popular films, books, and hip-hop music with the schools, neighborhoods, or communities. This brief intervention goal of exploring how race, class, and culture shape students’ increased youth’s critical motivation and academic achievement experiences, and examining issues relevant to their lives (e.g., (20). academic achievement in urban public schools). By participat- Although many programs assume that critical reflection is a ing in these activities throughout the school year, students had precursor to action, fostering reflection alone may be of limited opportunities to reflect on societal inequities, develop agency to benefit. Interventions that produce only armchair activists are navigate and challenge the constraints they faced in their school incomplete and less aligned with the core tenets of CC (3). Fur- and communities, and have a platform to advocate for change. thermore, acting collectively is believed to initiate critical The Mexican-American Studies (MAS) program was imple- reflection and kindle agency (1). Given the likely bidirectional mented by the Tucson (Arizona) Unified School District and nature of these processes, interventions to develop CC should from approximately 2003 to 2010 interwove CC explicitly with intentionally foster engagement in action while developing criti- the curriculum. This year-long social studies course focused on cal reflection, critical motivation, and collective identity simulta- developing critical reflection using a pedagogy of authentic car- neously. ing, engaging high school students in critiques of traditional cur- ricula that excluded the experiences of people of color, and INDIVIDUAL AND COLLECTIVE IMPACTS OF CC examining U.S. colonial history and legacy. MAS provided opportunities for students and teachers to discuss their experi- CC can alter the developmental trajectories of marginalized ences with racism and other forms of marginalization in their youth (ages 12–22) who disproportionately experience oppres- school, and linked these experiences to societal and institutional sive social structures, including limited access to educational racism and exclusion through classroom discussion and yPAR and health-related resources (6); it can also alter the communi- (16). The MAS program also identified and drew on the funds of ties in which those youth live. Specifically, CC may mitigate the knowledge students had gained through their families, communi- degree to which these contextual barriers translate to less favor- ties, and cultures (13). able educational and health-related outcomes. In other interventions, students examine or create media to In terms of individual outcomes, marginalized youth with promote critical social analysis and motivation to change social higher levels of CC are more likely to have more optimal mental

Child Development Perspectives, Volume 10, Number 4, 2016, Pages 216–221 Critical Consciousness: A Developmental Approach 219 health (21), greater academic engagement and achievement (11, and action, contrary to—yet not overturning—canonical schol- 16, 22), higher levels of enrollment in higher education (23), arly notions (35). Similarly, different pedagogical approaches and more successful career development in adolescence (24–26). (e.g., progressive schools that emphasize analyzing and chal- They are also more likely to attain higher paying and higher sta- lenging inequities vs. no-excuses schools that emphasize the tus occupations in adulthood (27), and make healthier sexual agency to negotiate structural constraints) appear to differen- decisions (28). Furthermore, in a career intervention that was tially foster marginalized youth’s critical social analysis or informed by CC, female survivors of domestic violence pro- agency, also complicating our understanding of how pedagogy gressed further in their occupational goals than other survivors fosters the development of CC (36). who took part in a traditional career intervention (29), although CC also implies consciousness of injustice, but does it cover CC may have different meanings for adult female survivors of all types of injustice? Similar to multicultural competencies in domestic violence than for marginalized youth. clinical practice, one might be more critically conscious about The theoretical mechanisms that link the development of CC race and socioeconomic status (e.g., by being attentive to race- to these desirable outcomes include improved skills in strategic or class-based health disparities) while being relatively unaware thinking and communication, increased social capital via rela- about gender and sexual identity (e.g., issues of equal access or tionships with fellow activists (30), a deeper understanding of inclusion). Similarly, the broader developmental literature structural barriers and more agency to negotiate them, as well makes clear the domain-specific nature of much of human as increasing capacity to resolve developmental challenges development, so CC may best be conceived of as a domain-spe- despite societal constraints (25). Similarly, in a study of Puerto cific construct (2). Rican high school students living in urban areas (22), “a politi- Our understanding of CC, marginalization, and privilege is cized understanding of power, inequality and historical pro- enhanced by variations in the development of CC that are linked cesses ... actually involves the most disengaged students in a to the kinds of marginalization people experience. People may process of CC that can serve as a catalyst for entry into more have different levels of CC about different kinds of social mainstream mobility routes” (p. 88–89). These individual out- inequality (e.g., White women may have a greater consciousness comes of CC may help counteract aggregated educational and of and motivation to change sexism than racism). Absent inter- health-related disparities. vention, people may more readily develop CC about their social In terms of collective or contextual outcomes, marginalized identities that are more marginalized. While CC was initially youth have led critical action, informed by critical reflection, to conceived as a process that operates only among oppressed or secure additional resources to improve school facilities (31) and marginalized people, neither classification is a dichotomy—peo- implement school-based programs to prevent violence (32). They ple have some social identities that are more privileged (e.g., have also disrupted the tracking of English-language learners to male) and some that are more marginalized (e.g., Latino). This courses not considered to be college-preparatory (33) and insti- complicates simply classifying a person (or group) as marginal- tuted policies to address racial achievement gaps (34). These ized or not because some of their social identities may be outcomes of CC may help counteract structural barriers to the marginalized while others may not be. success and wellness of oppressed youth and young adults. Because CC was formulated as a developmental process among oppressed and marginalized people to address their own LOOKING AHEAD: SUGGESTIONS FOR RESEARCH, oppression (1), establishing CC as a construct among more privi- PRACTICE, AND POLICY leged people may necessitate revising or expanding core tenets. Whether a more privileged person develops CC—or develops The field has not yet produced a coherent body of research on the capacity to act as an ally to more marginalized people—in- the ontogenesis of CC. The movement from a critical acceptance volves more than semantics. More privileged people would not of the status quo to critical and liberating action to redress soci- develop CC about their own oppression (except when personal etal inequities shares an intellectual foundation (1, 5, 17). The social identities that are more marginalized are involved), but broader developmental and CC-oriented literatures (e.g., rather about the oppression of others—and about how their own sociopolitical development theory; 17) suggest that developing privilege is maintained through others’ oppression. CC entails mutual and continuous influence among the three CC This distinction calls into question whether more privileged components of reflection, motivation, and action, rather than people develop CC (and whether CC has a different meaning for progression through qualitatively distinct stages. Yet whether a them) or develop the ability to be allies to marginalized people. particular component of CC is especially catalytic in fostering One scholar (37) suggested that more privileged people develop the development of CC over time, and whether particular con- CC in the process of acting as allies to more marginalized peo- texts or experiences are important in fostering CC and other core ple. Similarly, the classic Blue Eyes/Brown Eyes exercise (in developmental processes are unclear (2). A recent study compli- which a teacher treated students with blue eyes as superior to cates our understanding, finding that critical motivation did not those with brown eyes) illustrates how young White students mediate or moderate the hypothesized link between reflection developed an awareness of racism and its consequences. Indeed,

Child Development Perspectives, Volume 10, Number 4, 2016, Pages 216–221 220 Matthew A. Diemer et al. a new measure has been developed to assess CC among more consciousness. Urban Review, 47,809–823. doi:10.1007/s11256- privileged college students based on the premise that CC applies 015-0336-7 to more privileged people, too (38). Finally, justice-focused train- 3. Watts, R. J., & Hipolito-Delgado, C. (2015). Thinking ourselves to ing for teachers, counselors, and psychologists presumes that liberation? Advancing sociopolitical action in critical consciousness. Urban Review, 47,847–867. doi:10.1007/s11256-015-0341-x those with privilege can develop CC. 4. Hopper, K. (1999). John Berger and Erick Holtzman. Social Policy, The degree to which CC is an individual versus a collective 30,13–21. phenomenon is also unclear. Many interventions promoting CC 5. Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical con- are collective in nature because critically analyzing social issues sciousness: Current status and future directions. In C. A. Flanagan and taking meaningful social action relies on dialog and collabo- & B. D. Christens (Eds.), Youth civic development: Work at the cut- ration—and may also require struggle and healing—with others ting edge. New Directions for Child and Adolescent Development, – who have common experiences with or shared perspectives about 134,43 57. doi:10.1002/cd.310 6. Garcıa Coll, C., Lamberty, G., Jenkins, R., Pipes McAdoo, H., oppression (13). Low-income middle schoolers of color in the Crnic,K.,Wasik,B.H.,&Vazquez Garcıa, H. (1996). An integra- same educational setting tend to have similar orientations toward tive model for the study of developmental competencies in minority civic action, and settings with more engaged youth generally children. Child Development, 67,1891–1914. doi:10.1111/j.1467- have more positive teacher–student relationships and fewer 8624.1996.tb01834.x behavioral incidents (39, 40). Researchers should investigate the 7.Christens,B.D.,Winn,L.T.,&Duke,A.M.(2016).Empowerment degree to which the development of CC is a collective process and critical consciousness: A conceptual cross-fertilization. Adoles- – and outcome, and address concomitant implications for measure- cent Research Review, 1,15 27. doi:10.1007/s40894-015-0019-3 8. Shedd, C. (2015). Unequal city: Race, schools, and perceptions of ment. They should also apply mixed methods to measuring CC injustice. New York, NY: Russell Sage Foundation. (2) to illuminate the individual versus collective dimensions of 9. Thomas, A. J., Barrie, R., Brunner, J., Clawson, A., Hewitt, A., Jere- CC and illustrate interactions among its reflection, motivation, mie-Brink,G.,&Rowe-Johnson,M.(2014). Assessing critical con- and action components. 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